Project prohum assessment and evaluation

Universidad Nacional de La PampaUniversidad Nacional de La PampaFacultad de Cs. HumanasFacultad de Cs. Humanas

Departamento de Lenguas ExtranjerasDepartamento de Lenguas Extranjeras

ASSESSMENT AND EVALUATION

Prof. Estela N. Braun, Adjunto Regular Práctica Educativa II, ELT Didactics (2013)

Proyecto PROHUM: Capacitación Docente para Profesores de Inglés del Nivel Secundario.

Prof. Estela N. Braun Adjunto Regular Práctica Educativa II,ELT Didactics (2013)

Sobre la regulación de las prácticas de evaluación y calificación

La evaluación como responsabilidad institucional:

La responsabilidad del docente al momento de evaluar se enmarca en la propuesta general de la institución. Los criterios comunes por otra parte,simplifican su apropiación por parte de los alumnos.


134- En muchas escuelas algunas asignaturas registran en un período un porcentaje de bajas calificaciones mayor a un 50% del grupo clase. Por lo general, esto genera preocupación e insatisfacción entre los docentes y los alumnos pero no siempre se aborda reflexiva y colectivamente. Los altos índices de desaprobación estarían poniendo en evidencia la existencia de una situación crítica en relación con los procesos de enseñanza y de aprendizaje.

Por lo tanto se trata de una situación que deberá ser revisada con la participación del departamento de materias afines, la conducción, el asesor pedagógico si lo hubiera y/o los alumnos pero no siempre se aborda reflexiva y colectivamente.


135. Evaluar sólo lo que se ha enseñado o se han generado las condiciones para su aprendizaje.

136. La evaluación debe fundamentarse en suficiente información acerca de los procesos de aprendizaje del estudiante.

137. La evaluación requiere hacer explícitos los criterios de valoración.


138. La calificación debe reflejar la evaluación en proceso

141. La no validez de las bajas calificaciones por motivos disciplinarios.

142. Obligatoriedad de la incorporación de los estudiantes a las instancias de apoyo

144. La oferta de instancias de apoyo es responsabilidad institucional

146. Las instancias de apoyo se integran en las trayectorias escolares


151. Las instancias de apoyo constituyen una nueva oportunidad de aprender

153.Las instancias de apoyo son una oportunidad para acreditar espacios curriculares.

154. La institución asume la responsabilidad de enseñar a estudiar a los alumnos

158. Los períodos de diciembre y febrero/marzo son una instancia de apoyo a los aprendizajes y de evaluación en proceso

159.El apoyo y la orientación a los estudiantes en los períodos diciembre y febrero/ marzo son responsabilidad institucional


Do the institutions where you work follow these guidelines?

What percentage of students fail the English subject?

Why do they fail?

VIDEO: http://audiovisuales.infd.edu.ar/sitio/index.cgi?wid_seccion=24&wid_item=36



I give my students a test at the end of each unit as a way to complement formative assesment , so that I can track their progress.

Students do not study for tests and that is why they get low marks.

I have so much to teach!I don’t have time to implement assessment for learning, so I only use tests.

Students only want to know the grade they got in the tests, si it is pointless to devote time to giving them feedback on what went wrong.

Source: “Lessons learnt: an Introduction to ELT”,by Gabriel Diaz Maggioli &Lesley Painter Farrell(2013), in Press.


I never how to study for English tests. I do not know how the teacher is going to mark my

work. I get low marks because the teacher doesn’t like

me. I only study for the test. Doing homework is a waste

of time. I always get asked things that we did not study in

class in tests. I think I am doing well in my English class, but I am

not really sure. How would you respond to these teachers’ and

students’comments?



It is the systematic and ongoing collection of data about teaching and learning so as to provide learners with useful feedback on their work , while also helping teachers redirect their work.

It is different from testing as it may take a variety of forms.


When we evaluate we measure and we assign a value to something.

When we assess the purpose is to inform learners about their progress.It is ongoing and systematic.


SUMMATIVE: Final Evaluative Graded Authority-driven Controlling Teacher-directed Traditional


Process-Oriented Informative Ungraded Growth-driven Empowering Student-directed Alternative Discuss:What alternative ways of assessment

can we use? Douglas Brown, chapter 6.(Assessment for Learning,

Chapter 10, Gabriel Diaz Maggioli& Leslie Farrell, 2013)


Collecting Reflecting Assessing Documenting Linking Evaluating What are the advantages of using portfolios?Anijovich, R. and Gonzalez,C.(2011) “Evaluar para aprender”, Aique ediciones. TASK: In small groups read and discuss the advantages of using

portfolios in social sciences. Would they be useful in the English classes?


Self And peer-assessment Class Participation

ASSESSMENT OF LEARNING: We measure a student’s performance against

a pre-established set of criteria. HIGH STAKES LOW STAKES

ACCOUNTABILITY WASH BACK OR FRONT LOADING


VALIDITY: Brown & Abeywickrama ,2010:29 “the

extent to which inferences made from assessment results are appropriate , meaningful, and useful in terms of the purpose of the assessment”

In other words, Does assessment test what was taught in the way it was taught?


The test is consistent and dependable. Testadministration. Criteria for correction.

PRACTICALITY:Economic in every sense.

TASK: Analyze descriptors for speaking tasks, and for rating compositions in Brown,D (2010). What is their purpose?


FEEDBACK DO’S: Focus feedback on the task/response

process/goals (not the learner) Present feedback in manageable units (two or

three areas at the most) Be specific and clear in the feedback messages.

Keep it as clear as possible. Reduce anxiety by providing examples . Give unbiased, objective feedback. Promote a learning goal orientation(praise

effort/ state that mistakes are an important part of the learning process)


Do not comapre a student to their peers, but ratehr the student now, in the past or in the future.

Do not forget to provide students’strengths when giving feedback.

Do not present feedback that discourages the learner or threatens theirs elf-esteem.

Do not interrupt the learner if he is actively engaged in a task.

Use praise sparingly (focus on effort/progress) (*) Compare these views wsitht he ones provided

by Anijovich,R. in chapter 5.


Think about the different kinds of assessment that you will be using with your classes this year. Analyze them in terms of reliability, validity and practicality.

How do you carry out assessment for learning? Observe one of your students with learning difficulties. How can you help him/her during the year.

Do you think it is possible to implement a portfolio or an e-portfolio in your classes? What would be the advantages/disadvantages?

How important is feedback? Discuss Anijovich`s views, chapter 5 (2010).

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Project prohum assessment and evaluation